fers in a wide scale from his behavior towards the first.
             This essay proposes to focus on whether Frank is or not an effective teacher in what concerns Rita's education; however, what little can be taken out of the play concerning Frank's remaining students ought not to be overlooked. In addition to that, it is perhaps worth mentioning that, if the effectiveness of the teacher depends on the results of his students, it stands to reason that the students themselves are the key to determining how effective a teacher really is. Not forgetting that a student is an individual and that a collective of students cannot be mistaken for a uniform mass, it would seem obvious that a crucial component of teaching must be adapting. What might be conductive to positive results in terms of one student's tutoring might produce no results or even cause a negative impact on a different student. It seems that a case could be made for the active role of the student in the educational process, since there can be little doubt that an utterly passive student is a mere theoretical production. Rita in Educating Rita is living (fictional) proof of this argument.
             This essay does not concern itself with positioning Frank at either absolute extreme of a gradient of effectiveness in teaching. It does however purpose to offer a comprehensive comparison between a paradigm of qualities allegedly pertaining to a theoretical model of effective teaching and Frank's teaching methods/attitudes regarding teaching. To achieve that, the works of both Philip Gurney and Leo R. Sandy (fully referenced in the annexed bibliography) will be used here in order to establish a point of contrast with Educating Rita.
             "The effective teacher models enthusiasm not only for his subject but also for teaching and learning in general. By showing exuberance, a positive attitude, excitement, and passion, the effective teacher makes it clear to his students tha...